The Economic Case for Education in Vietnam

Thang, Pham Vu; Thành, Nguyễn Đức

doi:10.1596/1813-9450-8679

Cited by 10 publications

(6 citation statements)

References 15 publications

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“…Among all educational subgroups in Vietnam, higher education graduates today have the best labor market outcomes in terms of labor force participation, type of jobs, and wage earnings. The returns to higher education are around 15 percent which are significantly higher than the regional average, one of the highest in the World (Patrinos, Thang, and Thanh 2017).…”

Section: Why Higher Education Is Vital For Vietnammentioning

confidence: 89%

“…The progress of East Asian economies in recent years illustrates a strong symbiotic relationship among higher education, innovation, and growth through the production of research and skills. In the case of Vietnam, higher education has a significant positive effect on household poverty and long-term earnings at the individual level, where annualized private returns to higher education are above 15 percent, one of the highest levels in the world (Patrinos, Thang, and Thanh 2017).…”

Section: Executive Summary Introductionmentioning

confidence: 99%

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Validating a Scale for Measuring Students' Perspectives toward Global Citizenship: A Case at a Private University in Vietnam

Nguyen¹

2021

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Globalization is one of the most significant phenomena of the 21st century, affecting many aspects of human society. In the wave of this influence, higher education institutions in many countries have adjusted themselves in order to prepare their students to be global citizens. However, research shows a need to evaluate whether the integration of global citizenship education is effective among different institutions and contexts. Many scholars are in favor of measuring students' perspectives as a solution. Additionally, although many organizations, such as UNESCO, and other researchers have investigated this issue, the measurement model is mainly designed for large-scale research. Therefore, this study aimed to validate a scale for measuring student perspectives toward global citizenship in a particular context of a university. Notably, the adopted scale measures global citizenship perspectives via three components: social responsibility, global competence, and global civic activism. In the study, each component was measured separately via three smaller measurement models. All the models were validated by using the PLS-SEM approach. The data for validating were collected from 171 students at a private university in Vietnam through an online survey. The result of data analysis suggested that the original scale (which was designed for the context of developed countries) could be employed in the context of developing countries. Nevertheless, some adjustments should be made in term of social responsibility and global competence.

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Section: Why Higher Education Is Vital For Vietnammentioning

confidence: 89%

Section: Executive Summary Introductionmentioning

confidence: 99%

Validating a Scale for Measuring Students' Perspectives toward Global Citizenship: A Case at a Private University in Vietnam

Nguyen¹

2021

eqr

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“…While Vietnam's education system has performed admirably with respect to expanding enrolments, increasing average years of schooling, and generating eye-catching assessment results, its effectiveness in promoting the types of knowledge, learning, and skills that Vietnamese children need and want remains lacking. To date, Vietnam's middling performance in learning soft and cognitive skills and the development of post-secondary education are recognized as lags on the country's economic performance and threatens to limit its prospects for the medium and long terms (Patrinos et al 2018). From the perspective of education and learning's contributions to productivity and sustained economic growth, improvements in learning will determine whether Vietnam's future development is on the low-road (e.g.…”

Section: Contemporary Outliers and Regressions To The Meanmentioning

confidence: 99%

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning

London¹

2021

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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.

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“…Increased global trade and open economies is leading to changes in skilled/unskilled wage ratios (Colclough et al 2010). But increased openness has not reduced skill differentials but widened them, with increased global demand for higher skills (Colclough et al 2010;Patrinos, Thang and Thanh 2018). Education systems do not seem to able to mediate this relation.…”

Section: Causes Of the Changed Patternmentioning

confidence: 99%

The Changing Pattern of Returns to Education: What Impact Will This Have on Inequality?

Patrinos

2019

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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The Economic Case for Education in Vietnam

Cited by 10 publications

References 15 publications

Validating a Scale for Measuring Students' Perspectives toward Global Citizenship: A Case at a Private University in Vietnam

Validating a Scale for Measuring Students' Perspectives toward Global Citizenship: A Case at a Private University in Vietnam

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning

The Changing Pattern of Returns to Education: What Impact Will This Have on Inequality?

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